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Education for All (EFA)
In April 2000, the World Education Forum at Dakar, Senegal brought together 1,100 participants who reaffirmed their commitment to pursuing a strategy for ensuring that the basic learning needs of all people are met within a generation and sustained thereafter.
 

EFAlogo.gif UNESCO and Education for All
The right to education is at the very heart of UNESCO's mission. The participants of the World Education Forum have entrusted UNESCO with the responsibility of coordinating all international players and sustaining the global momentum. UNESCO’s key tasks are to 1) facilitate the development of EFA partnerships, in particular between governments and civil society organizations; 2) ensure that the activities of all EFA partners are compatible with one another and consistent with the EFA agenda.

Some of the Challenges
According to EFA 2000 reports, “At the dawn of the new century 875 million of the world’s citizens are illiterate. One out of every five children aged 6-11 in developing countries –an estimated 113 million –is not in school, 60 per cent of them are girls.
  • Nine countries (E9)–are home to 70 per cent of the world’s illiterates.
  • Girls and women are most at risk. Worldwide, one woman in four cannot read.
  • The HIV/AIDS pandemic threatens to wipe out much of the progress. Up to 10 per cent of teachers are expected to die in the worst-affected African countries. “
Role of the Private Sector
Though the state has the ultimate responsibility for and authority over education, the private sector can also play a major role. Three distinct roles can in fact be identified:
  • Service providers where state provision is absent or insufficient. The private sector is often more flexible than the state and closer to the grassroots and local cultures. In many developing countries they take on responsibility to assisst the governmental structures in non-formal education programs and are particularly successful in reaching the marginalized and excluded through approaches attuned to the needs and life conditions of the poor.
  • Innovators and sources of 'new' thinking and practices -- important if the EFA concept is to evolve and respond to change. In other words, they help fill the 'ideas gap'.
  • Informed critics and advocates on a whole range of development issues. Civil society organisations at national, regional and international levels are lobbying in favor of free and compulsory quality education for children, youth and adults.
EFA Priorities
Basic Education is the main priority and it is defined in terms of:
▪Access ▪Equity ▪Quality ▪Focus on learning ▪Gender equality ▪Learning societies ▪Lifelong learning.

Related Links
Education for All Website
The “6 Dakar Goals”
Education for All Global Monitoring Report 2005


Start Date 29-09-2003 2:10 pm
End Date 29-09-2003 2:10 pm

 
 
 
 
 

 


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